Abstract

Teachers are at the front lines of implementing artificial intelligence (AI) in education. They are expected to develop an adequate understanding of AI and become educated users as well as educators. Their readiness for the use of AI is critical for the success of AI-enhanced education. The present study conceptualized AI readiness from four components: cognition, ability, vision, and ethics in the educational use of AI, and investigated their interrelationships and their implications for teachers’ work. The data from 3164 primary school teachers were collected and analyzed by partial least square structural equation modelling and cluster analysis. This study found that cognition, ability, and vision in the educational use of AI were positively associated with ethical considerations. The four components of AI readiness all positively predicted, whereas perceived threats from AI negatively predicted, AI-enhanced innovation, which in turn positively predicted teachers’ job satisfaction. This study identified three clusters of teachers based on their AI readiness levels. Teachers with high levels of AI readiness tended to perceive low threats from AI and demonstrate high AI-enhanced innovation as well as high job satisfaction. However, teachers from different socio-economic regions and of different genders showed no significant differences regarding AI readiness and its impact on their jobs. This study empirically validated the importance of AI readiness for teachers’ work and has important implications for the development of strategies and policies facilitating successful AI-enhanced education.

Introduction

Artificial intelligence (AI) has been increasingly used in a variety of fields (e.g., industry, finance, and education) to promote innovation and increase work efficiency (Ng et al., 2021). In education, AI is touted as a seemingly almighty tool, supporting or even replacing teachers’ work by automatically tracking students’ progress, assessing their performance, and providing personalized help (Albacete et al., 2019; Chounta et al., 2022; Tarus et al., 2018). Teachers can rely on AI to make informed decisions on orchestrating teaching practice so as to better support student learning (Van Leeuwen & Rummel, 2020).

Nonetheless, in reality, intelligent tools for education are rarely used consistently in K-12 classrooms (Ferguson et al., 2016). Schiff (2021) found that much practice and research related to the educational use of AI did not deliver promised changes and benefits. Among the multiple reasons leading to this controversy, for instance, the quality of AI and users’ preferences (Luckin et al., 2022) and ethical concerns (Holmes et al., 2022), an essential culprit could be the techno-centric approach vehemently promoted by some in the educational field, which stresses the role of AI but ignores the agency of teachers who can decide whether, what, when, and how AI technologies are used in the first place (Luckin et al., 2022). Teachers are on the front lines of AI deployment, bridging schools’ AI policies and students’ needs, thereby the critical role in the successful implementation of AI in schools (Felix, 2020). However, many teachers may not be actually ready for AI-enhanced education, though they are mostly aware of the potential benefits that AI can bring to education (Chounta et al., 2022). Their inadequate AI readiness may partially contribute to the gap between rapid advances in AI technologies and comparatively slow and unsatisfactory adoption of them in education (Luan et al., 2020; Luckin et al., 2022).

Discussion

Although AI has been increasingly utilized in education and has been found to be beneficial and powerful for student learning (Smakman et al., 2021; Xia et al., 2022), little attention has been paid to the needs and challenges faced by teachers in AI-enhanced teaching (Celik et al., 2022; Langran et al., 2020). Teachers are seen as one of the crucial stakeholders in AI-enhanced education (Celik et al., 2022; Seufert et al., 2021). Therefore, their perspectives, needs, and experiences are vital to the successful integration of AI in school settings (Holmes et al., 2022). In order to effectively implement AI in the classroom, teachers must be prepared in terms of cognition, ability, vision, and ethical considerations related to the use of AI in education (Luckin et al., 2022). This study therefore aimed to empirically examine the concept of AI readiness among 3164 primary school teachers who had experiences using AI technologies in their work. In what follows, we discuss the important findings of this study by relating them to previous research on similar topics.

Highlights

Abstract

Keywords

1. Introduction

2. Methods

3. Results

4. Discussion

5. Conclusion

Acknowledgments

References

Abstract

Teaching is an emotionally demanding profession that can negatively affect teacher well-being. This cross-sectional study aimed to test a comprehensive structural equation model of both the direct and indirect (through affect and intrinsic job satisfaction) relationships between trait emotion regulation and life satisfaction in a sample of 404 Spanish teachers. The model obtained good fit (S–B χ2 = 319.142, df = 201, p < .001; CFI = 0.957; RMSEA = 0.038). Outcomes suggested that: i) positive and negative affect mediates the relationship between trait emotion regulation and both life and job satisfaction; ii) job satisfaction is the main determinant of life satisfaction. Practical implications and limitations are also discussed.

1. Introduction

Teaching is considered an especially demanding profession dominated by cognitive, social and emotional demands that are potentially aggravated by external factors related to political or organizational structures (Lomas et al., 2017). The emergence of positive psychology (Seligman & Csikszentmihalyi, 2000) has contributed to the current focus of researchers and the educational community, not only on reducing negative aspects (e.g., stress, burnout, etc.) but, also, on enhancing the positive aspects (e.g., self-efficacy, emotional capacities, etc.) that generate higher levels of well-being and satisfaction in teachers (Chan, 2011).

The present study aims to increase the knowledge about the way in which certain individual emotional resources are able to promote teacher’s job and life satisfaction. Beyond analyzing the possible contribution of trait emotion regulation and affect on life satisfaction, the main goal lies in deepening the relationships that the aforementioned emotional variables establish with each other and with the teacher well-being outcomes, all of this by testing a structural equation model.

1.1. Teacher satisfaction

Life satisfaction is the cognitive component of subjective well-being. It is a widely explored construct in psychology that refers to individuals’ overall evaluations of their life as a whole (Diener & Diener, 1995). The level of life satisfaction experienced by an individual will depend on the result obtained when comparing life conditions (i.e., achievements) with standards established by the individual themself to define a good life (i.e., expectations) (Diener et al., 1985). Thus, an individual with high life satisfaction judges the conditions in which their life develops positively. Despite its relevance in the educational field, empirical studies on life satisfaction in teachers are still relatively scarce (especially when compared to studies which address variables such as teacher job satisfaction) (Dağlı & Baysal, 2017). Moreover, considering research findings that life satisfaction is lower in teachers compared to the general population (Office for Standards in Education, 2019), it is interesting to delve deeper into those variables capable of positively affecting teacher life satisfaction. Some of the main determinants of life satisfaction will be reviewed below.

1- Introduction

2- Material and methods

3- Sample

4- Results

5- Discussion

6- Conclusion

References

Abstract

To provide a diverse comprehension of teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators’ (TEs’) conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators’ technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided the scale development. The results indicated that three constructs (perceived technological knowledge, teachers’ knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs’ technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers’ characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology.

Introduction

Both educators and policymakers have high expectations that ICT will support educational reforms and better teaching and learning practices (Elstad, 2016). In addition, ICT literacy and twenty-first century skills have been recognized as essential for productivity in an information society (Groff, 2013). Accordingly, what happens inside the classroom is crucial (OECD, 2016) and questions concerning how teacher trainees learn to integrate technology into their teaching practices should be considered. Nevertheless, it behooves TEs to help teacher trainees to become digitally literate individuals who can teach the necessary skills to their future students (Binkley et al., 2012; Howells, 2018); hence, TEs are recognized as “gatekeepers” (Tondeur et al., 2019), because of the role they play in the preparation of the future generation of teachers.

1- Introduction

2- Background: ‘Learning and Teaching in Public Spaces’ – the interstate context

3- Theoretical considerations

4- Methodology and methods

5- Analytical approach

6- Studying “The Global Teacher”: the curriculum context

7- Findings #1: ‘crossing the boundaries of the imagination’ in the student exhibition of six group installations

8- Findings #2: implementing the exhibition: boundary crossing in organisation, pedagogy and learning

9- Establishing the pedagogy of exhibiting as a systematic professional practice

10- Conclusion

References

Abstract

In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities.

Introduction

In this paper, we explore how the pedagogical innovation of working with student teachers to mount a library exhibition can be analysed and understood by concepts of “boundary crossing” (Akkerman & Bakker, 2011) and by the approach of creating space for students to draw on creative imagination as a central feature of learning (Bland, 2016). As teacher educators working with library colleagues in Australia to organise the exhibition, we discuss how the project enhanced our understanding of our pedagogy and the learning of our students in two institutional sites e university and public library. From one site, the two authors, teacher educators at an Australian university (Queensland University of Technology – QUT)), initiated collaboration with staff at the second site (the State Library of Queensland). Our goal was to create new learning opportunities for undergraduate student teachers enrolled in an elective subject, The Global Teacher, dedicated to global perspectives in education.

1- Introduction

2- Understanding teacher educator identity

3- An integrated identity framework

4- Methodology

5- Findings

6- Discussion

7- Implications and conclusion

References

Abstract

This study explores two novice nontraditional teacher educators’ identity (re)construction in different universities in Hong Kong. Drawing on data from in-depth interviews, field observation, and informal communication, the findings demonstrate how the two novice teacher educators, without formal school teaching experience, underwent different identity change trajectories (i.e., from identity conflicts to identity deficits and vice versa), influenced by their personal beliefs and aspirations as well as contextual demands in higher education. The findings provide insights into the under-researched area of nontraditional teacher educators’ professional development and offer useful implications on how to prepare and develop effective and committed teacher educators in Hong Kong and similar educational contexts where teacher education is mainly housed in higher education institutions.

Introduction

Teacher educator identity has become an emergent research area over the past years in teacher education (e.g., Izadinia, 2014; Swennen, Jones, & Volman, 2010). Identity as a theoretical lens can allow researchers to explore teacher educators’ lived experiences, which are central to the continuing innovation and improvement of teacher education (Robinson & McMillan, 2006). For teacher educators, looking into their own identities as the interplay between the external socio-cultural context and their internal sensemaking can help build a professional, positive self-image that supports effective teacher education practice and their professional reflections and growth (Dinkelman, 2011). To date, previous researchers (e.g., Murray & Male, 2005; Wood & Borg, 2010) have paid attention to novice teacher educators’ identity change as they transition from school teaching to teacher education in university settings. However, in many educational contexts (e.g., Australia, Hong Kong, Mainland China, and USA) where teacher education is mainly housed in higher education institutions, the past decade has witnessed an increasing number of fresh doctoral graduates who become university-based teacher educators (Mayer, Mitchell, Santoro, & White, 2011; Newberry, 2014). Referred to as “nontraditional teacher educators” (Newberry, 2014, p. 163) with little or no formal school teaching experience, they are recruited mostly due to their excellent research profiles and then practice teacher education in universities, which place a strong emphasis on research competitiveness and international rankings (Yuan, 2015). Different from those who become teacher educators through the traditional route (i.e., moving from school teaching to university-based teacher education) (Murray & Male, 2005), nontraditional teacher educators may lack sufficient understanding of local teaching practice and school systems and culture, and therefore they are likely to encounter challenges in designing and implementing effective and relevant teacher education tasks as well as communicating with pre- and in-service teachers about their learning needs and progress (Yuan, 2015).

1. Introduction

2. Method

3. Results

4. Discussion

Acknowledgements

References

Abstract

The relationships children form with their teachers in early childhood are known to be important in the context of their ongoing learning and development. This study investigated student–teacher relationship quality (STRQ) in grade one students with (n = 177) and without (n = 208) attention-deficit/hyperactivity disorder (ADHD). We also examined whether a range of child and teacher factors were associated with STRQ. Children (M = 7.3 years; SD = 0.4) were recruited through 43 schools and screened for ADHD using parent and teacher screening questionnaires (Conners 3 ADHD index). ADHD cases were confirmed using the diagnostic interview schedule for children version IV. STRQ was rated by teachers using the student–teacher relationship scale — short form. Results showed that children with ADHD experienced poorer STRQ compared to children without ADHD (Cohen’s d = 1.11). STRQ was associated with child sex, medication use, ADHD subtype, cognitive/academic functioning and behavior, teacher experience, and self-efficacy, and parent education and socio-economic status. After controlling for school and teacher clustering, children’s prosocial behavior and teacher years of experience were positively associated with STRQ in both groups. In children with ADHD, conduct problems and child sex (boys) predicted poorer teacher relationship quality. For children without ADHD, higher socio-economic status was associated with better STRQ. Targeting modifiable factors associated with STRQ for children with and without ADHD and their teachers may be one way ofimproving school outcomes for at-risk children. Promoting prosocial behavior in classrooms may benefit STRQ for all children.

Introduction

Attention-deficit/hyperactivity disorder (ADHD) is a highly prevalent neurodevelopmental disorder affecting approximately 5% of children worldwide (Polanczyk, Willcutt, Salum, Kieling, & Rohde, 2014). ADHD is characterized by developmentally inappropriate levels of inattention, hyperactivity, impulsivity, and co-occurring behavior and self-regulation difficulties (American Psychiatric Association, 2013). Due to symptoms and characteristics associated with the disorder, children with ADHD tend to experience considerable difficulties in the school environment (Kos, Richdale, & Hay, 2006). Children with ADHD have been found to experience academic underachievement (Massetti et al., 2008), and are rated below their peers on behaviors that enable academic success, such as classroom engagement, academic motivation, interpersonal skills and study skills (Vile Junod, DuPaul, Jitendra, Volpe, & Cleary, 2006; Volpe et al., 2006). Over the longterm, educational outcomes remain poor and social difficulties are likely to persist (Loe & Feldman, 2007). ADHD in childhood predicts a reduced overall quality of life and ADHD remains associated with substantial social, health and economic problems later in life (Barkley, Fischer, Smallish, & Fletcher, 2006; Harpin, 2005).

While school difficulties experienced by children with ADHD are well recognized, little is known about the factors that may protect children with ADHD from poor school functioning. One possible buffer is the extent to which a child has a supportive, non-conflictual relationship with his/her classroom teacher (Baker, 2006; Roorda,Koomen, Spilt, & Oort, 2011).Whilst student–teacher relationships for children with behavioral difficulties (e.g., aggression) have been shown to involve more conflict and less closeness (Crum, Waschbusch, & Willoughby, 2016; Lei, Cui, & Chiu, 2016), little is known about the nature of student–teacher relationships for children with ADHD. It is also unclear whether poor student–teacher relationship quality (STRQ) arises primarily from behavioral problems that often accompanyADHD, or whether there are other importantfactors that may offer opportunity for interventions tailored to children with ADHD. This cross-sectional study compared STRQ between children with and without ADHD in a large community sample in grade one (second year of schooling) with the aim of identifying child and teacher-level factors associated with STRQ.

This study aimed to find out the correlations between in-service teachers’ emotional, burnout and job satisfaction in Turkey. To this end, the Teacher Emotion Inventory (TEI), Job Satisfaction Questionnaire and Maslach Burnout Inventory were administered to 564 in-service teachers in a wide range of disciplines. According to confirmatory factor analysis, the five-factor model of TEI was successfully confirmed within the current study. In addition, joy and love dimensions exhibited positive correlations with job satisfaction. The love and fear dimensions significantly predicted job satisfaction with a medium effect. Love, sadness, and fear dimensions significantly predicted teachers’ burnout with a medium effect.

Introduction

Teacher emotion is an interrelated and intermediating term among several variables such as job satisfaction, burnout, identity, cognition and competencies in that the more the teacher becomes aware of his/her emotional experience, the more rapport s/he can build with colleagues and the more s/he can cope with the dehumanization of teaching career in some contexts (Shapiro, 2010). Despite these interrelationships, emotions in educational research have been disregarded for a long time. The reasons for the dearth of research in this area might be the difficulty in defining and assessing the subjective emotional aspects of learning compared to the more objective and relatively more observable cognitive aspects such as thinking, motivation, metacognition and professional aspects like identity formation (Karlsson, 2013; Shapiro, 2010; Timostsuk & Ugaste, 2012), professional development (Golombek & Doran, 2014), burnout (Fiorilli, Albanese, Gabola, & Pepe, 2017), and self-efficacy (Penrose, Perry, & Ball, 2007). In a nutshell, Frenzel and Stephens (2013, p. 5) acknowledge the complexity of emotions and define them as “multidimensional constructs comprising affective, psychological, cognitive, expressive, and motivational components”. Teachers are involved in different social interactions in classroom settings and it is important for them to establish a good relationship with their students and understand their students’ mental states through mentalization (Swan & Riley, 2015).

The 2011–12 Schools and Staffing Survey (SASS) was used to examine occupational stress, occupational commitment, and intention to remain in teaching in a nationally representative sample of U.S. kindergarten teachers (n = 744). Teachers who perceived classroom resources as sufficient to meet demands, tended to report they would become a teacher again (86.5%) and reported intentions to remain in the profession (87.6%). However, of teachers who perceived classroom resources as insufficient to meet classroom demands, only 50.2% reported they would become teachers again, and only 61.4% reported they intended to remain in the profession. Logistic regression was used to examine teacher responses to these items while controlling for school- and teacher-level covariates. Teachers perceiving sufficient resources were more likely to report they would become teachers again and intended to remain in teaching (odds ratios = 2.612, 1.863) while teachers perceiving insufficient resources were much less likely (odds ratios = 0.324, 0.327).

Occupational stress among U.S. kindergarten teachers

Teacher attrition, a phenomenon describing teachers who voluntarily exit the field, has emerged as a major concern for both policy makers and researchers within the United States. The exceedingly high rate of pre-retirement teacher attrition in the U.S. – approximately 5.3% of the workforce – has been well documented over the past several decades, as have the associated financial, organizational, and educational costs (Borman & Maritza, 2008; Kelly & Northrop, 2015; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Schools, school systems, and state education agencies spend large sums of scarce resources on teacher induction and initial training, on-going professional development of new teachers, and materials for recruitment and hiring. All of these costs increase as teacher turnover grows. Teacher turnover is also disruptive to the educational process and harmful to student developmental progress and achievement of instructional goals. When teachers have a more positive experience with their jobs and are less stressed, they are much more effective at supporting the growth and development of young children. Conversely, when teachers experience greater stress, they create more stressful learning environments for their students (Pakarinen et al., 2010). Recent studies have focused on the affective dimensions of young learners, suggesting that students learning under less stressful environs are more educationally productive. A growing body of evidence has shown that mindfulness training for young students can have positive benefits related to enhanced attention, self-regulation, executive functioning, and social skills (Frank, Jennings, & Greenberg, 2013; Roeser, 2013).

1- Introduction

2- Methods

3- Results

4- Discussion

5- Conclusion

References

Abstract

Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher knowledge of reading can be distinguished separately as content and pedagogical content knowledge, with teachers having roughly equal levels of knowledge across domains. Multiple regression analyses demonstrated teaching experience was the only teacher characteristic to be significantly associated with both domains of teacher knowledge, implicating the necessity of increasing experiential learning components in teacher education.

Introduction

Knowledge alone is not sufficient for effective reading instruction; yet, knowledgeable teachers are necessary to help children become proficient readers (Darling-Hammond & Bransford, 2007; Darling-Hammond, 2000a; Piasta, Connor, Fishman, & Morrison, 2009; Risko et al., 2008). Some of the impetus for preparing more knowledgeable teachers for the classroom is due to findings that only 36% of students in the United States are proficient in reading by fourth grade (National Center for Education Statistics, 2015), with this percentage even lower for students living in high-poverty rural areas (24%; National Center for Education Statistics, 2015). The ‘Peter Effect,’ the principle that teachers cannot teach what they do not themselves know, is spurring many states to recognize the need to recruit and retain highly-knowledgeable teachers (Applegate & Applegate, 2004; Binks-Cantrell, Washburn, Joshi, & Hougen, 2012; Moats, 2014). As such, more states are requiring preservice teachers to demonstrate knowledge of reading on licensure exams (Rowland, 2015). Although the content and format of licensure exams varies, they generally assess proficiency of reading and writing development and instructional decision-making; thereby, capturing what are arguably separate domains: content knowledge, knowledge of the subject matter, and pedagogical content knowledge, knowledge of how to teach the subject matter (Shulman, 1986). Despite the importance placed on teacher knowledge, little is known about the distinction between these domains.

Abstract

This paper aims to examine the relationships between the teaching styles and the multiple intelligence types of the primary school teachers in İzmir and Lefkosa. The study encompasses 245 subjects, 164 primary school teachers from İzmir and 81 primary school teachers from Lefkosa. In the study, The “Teaching Styles Scale” developed by Serin, Bulut Serin and Serin (2005) and the “Multiple Intelligence Inventory” developed by Saban (2002) were administered to reveal the teaching styles and multiple intelligences of the teachers, respectively. In the analysis of the data, t-test and multiple regressions have been used. The results indicate that there are statistically significant differences between the primary teachers working in İzmir and those working in Lefkoşa when the relationships between their strengths in multiple intelligences and the sub components of their teaching styles such as courageousness, being a model, and planning are considered. There is also a significant difference between gender and planning, but no significant differences between the multiple intelligence types and the other subcomponents of the teaching styles. The t-test results on the regression coefficient depict that variables such as spatial/visual, naturalistic, and interpersonal intelligences play a predictive role on teaching strategies.

Introduction

Teachers employ some strategies in the learning and teaching processes in order to facilitate the leaning process and make teaching more effective. There is no single and absolute method in the teaching process. Teachers in selecting methods and implementing them in their courses should take into consideration some issues such as the content of the topics and lesson plans proper to their students’ profile. Those teachers who do not choose the right method or not implement them in an efficient way in learning and teaching processes waste their time. In order to provide an efficient learning process, teachers should use the most appropriate and reliable method by spotting and recognizing their students’ aptitude, interest, motivation and learning pace. In the beginning of learning and teaching process, teachers should acknowledge what and how to teach.

Stress is defined as an unpleasant emotional experience linked with specific environmental triggers and associated with feelings of anger, tension, frustration, and anxiety (Kyriacou, 2001). Teacher stress specifically has been associated with such negative outcomes as depression, burnout, physical illness, poor quality of life, and increased staff turnover (Fantuzzo et al., 2012; Yang et al., 2009). In addition, stress can negatively impact teachers’ effectiveness within the classroom while contributing to poor teacher-student rapport (Abel & Sewell, 1999; Kokkinos, 2007). The most prominent and empirically supported model of teacher stress is the JobDemand-Control Support (JDCS) model, where work-related stress develops under perceptions of excessive job demands combined with low control and lack of social support (Payne & Fletcher, 1983; Siegrist, 2002). Satisfaction has been conceptualized as a related but distinct construct from stress (Pelsma, Richard, Harrington, & Burry, 1989). Although satisfaction is less prominent in the literature, high job satisfaction among teachers has been associated with lower anxiety (Ho & Au, 2006), decreased desire to leave one’s job (Johnson, Kraft, & Papay, 2012), and increased overall school effectiveness (Hung, 2012). Teachers in urban schools serving predominantly minority and low income students experience significantly greater stress and lower job satisfaction compared to their colleagues serving students in higher income, suburban, and rural settings (Markow, Moessner, & Horowitz, 2006).

Predictors of Teacher Stress and Satisfaction

A number of contributors to teacher stress have been identified, including personal coping strategies and available social supports (Kyriacou, 2001; Roeser et al., 2013), perceived self-efficacy (Klassen & Chiu, 2010), test-based accountability policies (von der Embse, Pendergast, Segool, Saeki, & Ryan, 2016), and the larger school climate (Grayson & Alvarez, 2008). The most common predictors of teacher satisfaction include student academic success in the classroom (Turner, 2007) and organizational influences such as positive principal leadership styles and a positive school climate (Duyar et al., 2013; Ghavifekr & Pillai, 2016). Not surprisingly, stress and satisfaction often display inverse relationships with similar predictors. For instance, negative teacher-student relationships create stress (Jennings & Greenberg, 2009), while positive teacher-student relationships are associated with greater job satisfaction (Veldman, van Tartwijk, Brekelmans, & Wubbels, 2013). Similarly, perceptions of poor communication and limited connections with colleagues adds stress, while positive communication and collegiality corresponds to higher satisfaction (Kyriacou, 2001). Previous studies have found that organizational factors most consistently predict stress and satisfaction, and are more frequently reported by teachers as significant contributors to stress (Dorman, 2003; Shernoff et al., 2011). Multiple organizational factors come together to form a school’s overall organizational health. A school is considered “healthy” when administrators are perceived as capable of properly educating students and obtaining necessary material supplies, the principal demonstrates both high expectations and concern for the welfare of school staff, students demonstrate a strong academic focus, and teachers feel socially satisfied and connected to both their colleagues and students (Hoy & Woolfolk, 1993).